The Ride I Will Never Forget free essay sample

The ride I will never forget . Waking up on sunny day where sun shined bright in my face, I thought to myself, it is time to wake up. It was the middle of the summer somewhere at the end boxful. It was not an ordinary day for me. I spent the night at my friends house because the night before we went down town to spend time with our friends. That night, we shared alcoholic beverages which made the night a little more relaxed. When it was time to go home I realized that I could not drive.I asked my friend to drive us home, UT I could never have known that this ride would be unforgettable. My friend suggested that we stay at his house. And I agreed. To show my appreciation I offered buy him sushi for lunch so we took my moms car to the restaurant. We will write a custom essay sample on The Ride I Will Never Forget or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page On the way, traffic, so I thought to myself if I overstep the law, I could save us some time by going the wrong way down a one way. As I thought we were good and no one saw it, I hear sirens and see police lights flashing from a distance. I was devastated and felt my heart crunching inside of me.During that moment I did not know what to do. I did not have a drivers license nor registration for the car, and there was a possibility that I still had alcohol In my system from the previous night out. The officer took off his helmet and got off from his motorcycle, and as he was walking towards our car I had a hundred thoughts In my mind, but none were good or helpful in figuring out a reason for my action. I looked to my friend and said, Im in so much trouble. He was Just staring to me with an open mouth with nothing to reply to that.As the officer came to the car, I rolled down the window, and the words coming from him were, license and registration please l I had nothing to give him. He was surprised and asked, what was I doing In car with no license and registration. I explained the situation and how I got In this trouble, to which he replied that he may have take the car and, I would not be able to get a license for two years. My friends license would be taken away too, as well as we would both be fined . In that moment I was Just shaking and desperate for a chance.I had one last I Idea In my mind which was to bribe the officer. I looked up to him and asked If he would Like to eat lunch. He thought for few seconds, and replied , how much are we talking about ? So we agreed that he would follow me to my home, where I would give him the money. At that moment I felt as If a mountain had fallen off of my back. I was relieved and thankful that It all went the way I wished. When I went to give the officer the money, and he sad, Its alright, I dont need It and said that I could keep It !I was so handful that he was so generous I Just put the money In his folder and thanked him. The officer took off and I went In the house with my friend. I fell In the chair and laid there for ten minutes. I could not believe that everything was alright. I looked up to my friend and told him, lets order sushi I This story made me realize how careful I need to be and to never try something Like that again. BY puke it is time to wake up. It was the middle of the summer somewhere at the end of July. Here was a possibility that I still had alcohol in my system from the previous night liking towards our car I had a hundred thoughts in my mind, but none were good He was surprised and asked, what was I doing in car with no license and registration. I explained the situation and how I got in this trouble, to which he replied that he moment I was Just shaking and desperate for a chance. I had one last I idea in my mind which was to bribe the officer. I looked up to him and asked if he would like to At that moment I felt as if a mountain had fallen off of my back.I was relieved and thankful that it all went the way I wished. When I went to give the officer the money, and he sad, its alright, I dont need it and said that I could keep it ! I was so thankful that he was so generous I Just put the money in his folder and thanked him. The officer took off and I went in the house with my friend. I fell in the chair and laid there for ten minutes. I could not believe that everything was alright. I looked up to my friend and told him, lets order sushi ! This story made me realize how careful I need to be and to never try something like that again.

Homework Solutions Essays

Homework Solutions Essays Homework Solutions Paper Homework Solutions Paper The latter rate would rise more slowly than the rate of increase in GAP with the least effect of the three types. Conversely, in an economic slowdown, a progressive tax falls faster because not only does it decline with income, it becomes proportionately less as incomes fall. This acts as a cushion on declining incomes-?the tax bite is less, which leaves more of the lower income for spending. The reverse would be true of a regressive tax that falls, but more slowly than the progressive tax, as incomes decline. Question 4 Briefly state and evaluate the problem of time lags in enacting and applying fiscal policy. How might politics complicate fiscal policy? How might expectations of a near-term policy reversal weaken fiscal policy based on changes in tax rates? What is the crowding-out effect, and why might it be relevant to fiscal policy? Question 1 It takes time to ascertain the direction in which the economy is moving (recognition lag), to get a fiscal policy enacted into law (administrative lag), and for the policy to have its full effect on the economy (operational lag). Meanwhile, other factors may change, rendering inappropriate a particular fiscal policy. Nevertheless, discretionary fiscal policy is a valuable tool in preventing severe recession or severe demand-pull inflation. A political business cycle is the concept that politicians are more interested in reelection than in stabilizing the economy. Before the election, they enact tax cuts and spending increases to please voters even though this may fuel inflation. After the election, they apply the brakes to restrain inflation; the economy will slow and unemployment Will rise. In this view the political process creates economic instability. A decrease in tax rates might be enacted to stimulate consumer spending. If households receive the tax cut but expect it to be reversed in the near future, they may hesitate to increase their spending. Believing that tax rates will rise again (and possibly concerned that they will rise to rates higher than before the tax cut), households may instead save their additional after-tax income in anticipation of needing to pay taxes in the future. The crowding-out effect is the reduction in investment spending caused by the increase in interest rates arising from an increase in government spending, financed by borrowing. The increase in G was designed to increase AD, but the resulting increase in interest rates may decrease l, Thus the impact of the expansionary fiscal policy may be reduced. Question 7 Why did the budget surpluses in 2000 and 2001 give way to a series of budget deficits beginning in 2002? Why did those deficits increase substantially beginning in 2008? The economy was sluggish through 2002, lowering revenues, and in June 2003 Congress again cut taxes.

Make Mood Ring Color Change Slime

Make Mood Ring Color Change Slime Combine mood ring science and slime in this fun and easy color change chemistry project. This is thermochromic slime, which means its slime that changes colors according to temperature. Its simple to make. Color Change Slime Ingredients You can add thermochromic pigment to any of the slime recipes, so feel free to experiment. Heres how to make temperature-sensitive slime using the classic recipe: 1/4 cup white school glue (or use the transparent kind for see-through slime)1 tablespoon water3 teaspoons thermochromic pigment (find at Amazon)1/4 cup liquid starch (find at Amazon)food coloring  (optional) Youll notice thermochromic pigment tends to go from one color to a second color (e.g., blue to yellow or red to green), rather than display a whole rainbow of colors like a mood ring. You can expand the color possibilities of the slime by adding food coloring. This will give the slime a base color and will alter the appearance of the color change pigment.   Make Heat Sensitive Slime Stir together the glue and water.Sprinkle the thermochromic pigment over the mixture and stir it in. This is to help avoid clumps.Mix in food coloring, if desired.Add the liquid starch. You can stir it in, but this is the fun part, so feel free to use your hands to make the slime!  Discard any leftover liquid. When youre not playing with it, store the slime in a plastic baggie or sealed container. You can put it in the refrigerator if you plan on keeping it a long time, to discourage mold from forming. Also refrigerating the slime is a good way to get it to change color after youve warmed it with your hands.Clean up slime using warm water. If you use food coloring, remember it can stain hands and surfaces. Tips for Playing with Thermochromic Slime Drape the slime over cold drink containers or hot coffee cups.Heat the slime with a blow dryer. You can add more liquid starch to rehydrate the slime if it starts to dry out.Experiment with the response to hot packs and cold packs.Use a thermometer to see if you can determine what temperature changes the color of the pigment. How Thermochromic Slime Works The slime part of the science project works the same as usual. In the type of slime made using glue and starch or borax, the polyvinyl alcohol from the glue reacts with the borate ion from the borax or starch, forming long chains of molecules that link to each other a polymer. Water fills in the spaces in this network, giving you damp, gooey slime. The heat-sensitive color change relies on leuco dyes. There are  pigment molecules that alter their structure in response to a change in temperature. One conformation reflects/absorbs light one way, while the other conformation reflects/absorbs another way or else appears colorless. Typically these dyes change from one state into another, so you get two colors. Contrast this with liquid crystals found in mood rings, which change color as the space between components of the crystal increases/decreases. Liquid crystals display more colors, but the most common color change liquid crystal composition is inactivated by water, so it wont work with slime.

Human Resources- Understanding Job Satisfaction, Commitment, & Term Paper

Human Resources- Understanding Job Satisfaction, Commitment, & Employee Retention - Term Paper Example All these three aspects are interrelated to each other. If job satisfaction is positive then it leads to strong organizational commitment and this may result in high level of employee retention. If there is negative job satisfaction, the employees will reduce their commitment towards work and organization which ultimately results in high level of turnover rate. In this paper, details of job satisfaction, organizational commitment along with employee retention have been discussed succinctly. The paper also covers the relationship between the three factors in a precise way. Finally, the paper is enclosed with a few concluding lines about the entire topic. 2.0 Job Satisfaction Job satisfaction is the result of emotional reaction related to the specific job situation. The satisfaction is dependent on the level of outcome of the job that means whether the employees can meet the result or exceed their expectations. Job satisfaction turns to be negative when the rewards are less and this ma y result in negative attitude towards the job (Tella & Et. Al., 2007). Job satisfaction is the affective response of an employee; therefore it can be a source or may be related to high productivity. It is a fact that â€Å"the satisfied worker is the productive worker†. Thus, satisfaction level of the worker is extensively related to the performance and quality of work. However, various studies have shown that satisfaction or dissatisfaction has no relation to the productivity of work. Satisfied workers may or may not be high producers and those employees who are high producers may not be interested in their jobs. Job satisfaction and dissatisfaction may not result in explicit behavior such as positive or negative influence in productivity, grievance, absenteeism, turnover and others. It may depend upon the personal characteristics of an employee that may be his or her personality and prospects for self expression lying on the job (Smith, n.d.). 3.0 Commitment Organizational commitment has been defined in various ways by Beckeri, Randal and Riegel (1995). It is considered as a strong aspiration of the employees to be a member of a particular organization. It is also defined as high level efforts that can be applied by employees for the organization and the employees’ acceptability related to the values as well as goals of the organization. Organizational commitment is associated with several factors such as personal factors, for example, age, professional periods in the organization, external or internal ascription. The other factors are organizational factors and these encompass job design, leadership style; and other non-organizational factors consist of availability of substitutes (Tella & Et. Al., 2007). According to Mowday, Porter and Steer (1982), organizational commitment is considered as an attachment and loyalty. There are three components related to organizational commitment which involve identification related to the goals as well as s tandards of the organization, desire to be associated with the organization and finally, an eagerness to show efforts for the organization (Mowday & Et. Al., 1982). Organizational commitment can also be termed as the power of the recognition of an individual and his attachment within the

Motivation -wk3 Essay Example | Topics and Well Written Essays - 1000 words

Motivation -wk3 - Essay Example When I look at my description of a good day, I can say that emotionally I would be feeling happy and peaceful during the day. I would have autonomy because I was working alone, getting things done, and having good conversation with a friend. This would be my example of autonomy support. I believe that competence would be shown in my ability to do my job well and identify prospects to finish. This action gives me a high feeling of competence. Structure is very important to me and the more organized I am, the more competent I fee. My conversation with my friends appeals to my sense of involvement because the conversation showed we are caring people and we enjoy being together. This action brings me a sense of well being and I feel that I am loved by my friend and my family. Reeves (2009) states that vitality is associated with the way in which people feel during a good day. When people feel "autonomous, competent and interpersonally related (p. 168) they also feel vital or like their life has meaning. In terms of psychological need, people need to feel a sense of self-worth in anything they do. I would think that a person who is feeling vibrant and needed would be more motivated to do more than those who are not. Motivation would be enhanced for someone when they knew they were needed. My final project will research the educational needs of teenagers in Liberia. I will concentrate on the needs of teenage girls. This is a social change issue because there are many challenges that girls in Liberia have that influence their education. Some of these challenges are teen pregnancy, rape, and fall out from their past civil war. I would like to understand the motivation for teens to become educated despite all of these issues. Generally speaking, in most countries teens may be motivated to become educated because the laws say that children must go to school from an early age to about the age of 18. In Liberia, the

Sherwin williams Essay Example for Free

Sherwin williams Essay No matter how you coat it, Sherwin-Williams is one of the largest paint manufacturers in the US and worldwide. Sherwin-Williams has rose to his level of success by excelling in the their strategic management process and Sherwin-Williams implements its strategy with its mission statement: For over 140 years, manufacturers have trusted Sherwin-Williams for innovative coatings and exceptional service. And you can count on us for the expertise and the support you need to get better results, from start to finish. Also The Sherwin-Williams Company has established a vision statement and quality commitment, which states: We commit to seek out the expectations of our customers and to consistently meet and exceed those expectations through our service, products and attitudes. To achieve this vision Sherwin Williams will use a combination of innovation and market development grand strategies to realize the long-term objectives of improving local market position, creating a high focus on customer satisfaction, attaining high employee morale, and increasing market share. The Sherwin-Williams Company is committed to the products finishing industry and strives to be a valuable supplier and resource for their customers. Sherwin Williams intends to overcome challenges and take advantage of all market opportunities through committing to the strategic implementation. This commitment starts right at the top and is expected throughout every level of management all the way down to the frontline sales force. Strategic Managers have been utilizing a plan in supporting personnel in order to direct their efforts at specific markets and customers of a global scope. A group of Strategic Account Managers dedicates their efforts towards total service of specific global accounts through close communication with customer facilities, their emphasis is coordinating sales and service activities. Currently, Sherwin-Williams growth strategy is to acquire Consorcio Comex, the second largest specialty paint store organization in the Western Hemisphere. The acquisition will expand the architectural paint business in Americas and increase retail distribution in many markets where the store count is low. Sherwin-Williams is engaged and has invested in  capital expenditures to increase manufacturing capacity, enhance productivity of its existing facilities and expanded its store network. Management is continually re-evaluating the company’s operating facilities, including acquired operating facilities, against its long-term strategic goals as the company continues within its growth strategy. Sherwin-Williams maintains its strategic control using an operational excellence program which is a methodology for pursuing continuous improvement. Utilizing this process for defining, measuring, analyzing, improving and controlling the business, manufacturing, and service facilities will help management be prepared to identify areas for improvement and implement necessary process or procedural changes. Management has a significant commitment in utilizing these control resources that will result in improvements in service and quality to our customers for years to come. From Sherwin-Williams expansive distribution and multiple manufacturing locations, to their experienced sales and technical service professionals they have excelled in implementing their strategic management and planning process by listening and responding to specific product, service and performance needs of their customers. Levy, Keith. Sherwin-Williams Is Painting a New Picture of Marketing. Forbes. Forbes Magazine, 08 Nov. 2011. Web. 27Apr. 2013. Sherwin-Williams. Investor Relations. N.p., n.d. Web. 28 Apr. 2013. Want to Learn More about Our History, Career Opportunities and Investor Relations? Sherwin-Williams. N.p., n.d. Web. 29 Apr. 2013.

Political Correctness Has Gone Too Far Essay -- History Censorship Arg

Political Correctness has Gone Too Far The â€Å"Politically Correct† movement’s purpose is to bring historically condescending terms, offensive music and art, and controversial educational content to an end and replace them with more positive and less-offending references. Offensive and demoralizing efforts are wrong, but the censorship and deletion of words and phrases that do not contain the intention to demoralize are taking political correctness too far. Politically correct (or â€Å"PC†) antics have created a social decline that is growing worse with each generation, specifically regarding areas of art, education, language, and our right to freedom of speech; the degradation they have brought to the American psyche has even led to name-changing. The PC mindset has also discouraged artistic expression. Imagine being to be so sensitive about offending people that we let the art we create be determined by the offended. New art would be restricted and old art would be censored. The creative ability would be limited to what is considered acceptable by everyone. We would be like the fool who tries to please everyone. How would music and art exist if the free reign of creativity ended? If art and music continue to face influential restrictions on content, then the quality of art will fall into artistic mediocrity. PC policies have also compromised the accuracy of educational content in textbooks. Material close to being offensive is removed or adjusted to satisfy the super-sensitive or to avoid any unforeseen complaints. For example, American Indians can't be depicted with long braids, in rural settings, or on reservations, even though many American Indians do have long braids and live in rural settings or on reservations. If the depictions of our historical figures are incorrect, then the new PC textbooks should ensure their historical accuracy and footnote each change appropriately. In addition, if the information is correct but is being altered to satisfy sensitive groups, it should be changed back, regardless of the offending potential. How far could this evolve? Will we continue to erase provocative and controversial details of our history? It â€Å"dumbs down† our textbooks, leaving them bland and far less interesting. This effort to cleanse our history is wrong and it is killing our education efforts/system today. We are becoming more aware of the sen... ...n the January 1993 Library Journal, makes a similar suggestion: "Ultimately, however, we hope we use language that is more sensitive without enforcing strident political correctness or orthodoxy." We, as a society, are so concerned about avoiding confrontations that we are going overboard changing non-offensive names. The attempt to avoid possible protests of sensitive pressure groups by sanitizing our language is, in my opinion, censorship. Changing a man’s career name from trashman to custodial engineer is an example that is justifiable and is why political correctness was brought about. It is the oversensitive effort to numb out historical content, which is neither offensive nor demeaning, which leads me to believe that political correctness has gone too far and needs to be stopped. Bibliography Fialkoff, Francine. "The Word Police." Library Journal 118 (1993):25. S.I. Hayakawa and Alan R Hayakawa, Words with Built-in Judgments. Language Awareness, Readings for College Writers. Ed. Paul Escholz, Alfred Rosa, Virginia Clark. Bedfort/St. Martin’s: Boston, New York, 2004. 229-234 Wikipedia the Free Online Encyclopedia. http://en.wikipedia.org/wiki/Snowman 2004

Integration

http://sahatmozac. blogspot. com ADDITIONAL MATHEMATICS FORM 5 MODULE 4 INTEGRATION http://mathsmozac. blogspot. com http://sahatmozac. blogspot. com CHAPTER 3 : INTEGRATION Content Concept Map page 2 3–4 5 6 7 8–9 10 – 11 12 4. 1 Integration of Algebraic Functions Exercise A 4. 2 The Equation of a Curve from Functions of Gradients. Exercise B SPM Question Assessment Answer http://mathsmozac. blogspot. com 1 http://sahatmozac. blogspot. com Indefinite Integral a) o o a x n a dx = ax + c. xn+ 1 + c. n+ 1 b) x n dx = c ) o d x = a o x n d x = a n x + n + 1 1 + c . Integration of Algebraic Functions ) ) The [f (x)  ± g(x) ]dx = o f (x) dx  ± d o Equation of a Curve from Functions of Gradients o g(x)dx y = y = o f ‘( x ) d x c, f (x) + http://mathsmozac. blogspot. com 2 http://sahatmozac. blogspot. com INTEGRATION 1. Integration is the reverse process of differentiation. dy 2. If y is a function of x and = f ‘( x) then o f ‘( x)dx = y + c, c = c onstant. dx If dy = f ( x ), then dx o f ( x)dx = y 4. 1. Integration of Algebraic Functions Indefinite Integral a) b) o o a dx = ax + c. n a and c are constants xn+ 1 x dx = + c. n+ 1 n c is constant, n is an integer and n ? – c) o ax dx = a o ax n + 1 x dx = + c. n+ 1 n and c are constants n is an d) o [f ( x )  ± g ( x ) ]dx = o f ( x) dx  ± o g ( x)dx http://mathsmozac. blogspot. com 3 http://sahatmozac. blogspot. com Find the indefinite integral for each of the following. a ) ? 5dx b) ? x 3 dx c) ? 2 x dx 5 d) ? ( x ? 3x 2 )dx Always remember to include ‘+c’ in your answers of indefinite integrals. Solution : a) ? 5dx ? 5x ? c b) 3 ? x dx ? x3? 1 ? c 3 ? 1 x4 = ? c 4 2 c) 5 ? 2 x dx ? 2 x5? 1 ? c 5 ? 1 2 x6 = ? c 6 1 = x6 ? c 3 d) ? ( x ? 3x )dx ? ? xdx ? ? 3x 2 dx = x 2 3 x3 ? ?c 2 3 x2 = ? x3 ? c 2 Find the indefinite integral for each of the following. a) ? ? x ? 3x ? dx 2 x 4 b) ?x ? x 2 4 ? ? ? 3 ? ? dx x ? ? a) Solution : x ? 3Ãâ€"2 ? ? x 4 ?dx ? ? x 3Ãâ€"2 ? ? ? x4 ? x4 ? dx ? ? b) 2 4? ? ? 2 4? ? 3 ? 4 ? dx = ? ? 3x ? 2 ? dx x ? x ? ? ? = ? 3Ãâ€"2 ? 4 x ? 2 dx ? x ? 1 ? 3x 3 = ? 4? c 3 ? ?1 ? 4 = x3 ? ? c x ? ? x? 3 ? 3x? 2 dx ? x? 1 ? x? 2 = ? 3? c ? 2 ? ?1 ? 1 3 =? 2 ? ?c 2x x ? ? ? ? http://mathsmozac. blogspot. com 4 http://sahatmozac. blogspot. com 1. Find ? ? 3x 2 ? 4 x ? 10 dx. ? [3m] 2. Find ? ? x 2 ? 1 ? 2 x ? 3 ? dx. ? [3m] 1? ? 3. Find ? ? 2 x ? ? dx. x? ? 2 [3m] 4. Find ? ? 2x ? ? 3 ?x? 3 ? ? 2 ? dx. 4 x ? [3m] 6x ? 5 5. Integrate with respect to x. x3 [3m] 6. Find ? ?x 5 ? 4Ãâ€"2 2x 4 ? dx [3m] 3 ? ? 7. Find ? x ? 6 ? 6 ? x . x ? ? 2 [3m] 8. Integrate x 2 ? 3x ? 2 with respect to x. x ? 1 [3m] http://mathsmozac. blogspot. com 5 http://sahatmozac. blogspot. com The Equation of a Curve from Functions of Gradients dy ? f ‘( x), then the equation of the curve is dx If the gradient function of the curve is y ? ? f ‘( x ) dx c is constant. y ? f ( x) ? c, Find the equation of the curve that has the gradient function 3x ? 2 and passes through the point (2, ? 3). Solution The gradient function is 3x ? 2. dy ? 3x ? 2 dx y ? ? (3x ? 2)dx y? 3Ãâ€"2 ? 2x ? c 2 The curve passes through the point (2, ? 3). Thus, x = 2, y = ? 3. 3(2) 2 ? 3 ? ? 2x ? c 2 ? 3 ? 6 ? 4 ? c c ? 5 Hence, the equation of curve is y? 3x 2 ? 2x ? 5 2 http://mathsmozac. blogspot. com 6 http://sahatmozac. blogspot. com 1. Given that dy ? 6 x ? 2 , express y in terms of x if y = 9 when x = 2. dx 2. Given the gradient function of a curve is 4x ? 1. Find the equation of the curve if it passes through the point (? 1, 6). 3. The gradient function of a curve is given by dy 48 ? kx ? 3 , where k is a constant. dx x Given that the tangent to the curve at the point (-2, 14) is parallel to the x-axis, find the equation of the curve. http://mathsmozac. blogspot. com 7 http://sahatmozac. blogspot. com SPM 2003- Paper 2 :Question 3 (a) Given that y ? 2 x ? 2 and y = 6 when x = ? 1, find y in terms of x. dx [3 marks] SPM 2004- Paper 2 :Question 5(a) The gradient function of a curve which passes through A(1, ? 12) is 3 x 2 ? 6 x. Find the equation of the curve. [3 marks] http://mathsmozac. blogspot. com 8 http://sahatmozac. blogspot. com SPM 2005- Paper 2 :Question 2 A curve has a gradient function px 2 ? 4 x , where p is a constant. The tangent to the curve at the point (1, 3) is parallel to the straight line y + x ? 5 =0. Find (a) the value of p, [3 marks] (b) the equation of the curve. [3 marks] http://mathsmozac. blogspot. com 9 http://sahatmozac. blogspot. com 1.Find the indefinite integral for each of the following. (a) ? ? 4x 3 ? 3 x ? 2 dx ? (b) 3? x ? ? 2 2 ? 6? ? dx x3 ? 1 ? 2 ( c) (c) ? ? x 5 + 5 6x ? 3 ? ? dx ? ? x2 ? 3 (d) ? ? ? x2 ? ? ? 2 ? ? dx ? ? 2. If dy ? 4 x3 ? 4 x, and y = 0 when x = 2, find y in terms of x. dx http://mathsmozac. blogspot. com 10 http://sahatmozac. blogspot. com 3. If dp v3 ? 2v ? , and p = 0 when v = 0, find the value of p when v = 1. dv 2 4. Find the equation of th e curve with gradient 2 x 2 ? 3 x ? 1, which passes through the origin. 5. d2y dy dy Given that ? 4 x, and that ? 0, y = 2 when x = 0. Find and y in terms 2 dx dx dx of x. http://mathsmozac. blogspot. om 11 http://sahatmozac. blogspot. com EXERCISE A 1) 2) 3) 4) 5) 6) 7) 8) x ? 2 x ? 10 x ? c 3 2 SPM QUESTIONS 1) y ? x2 ? 2x ? 7 2) y ? x3 ? 3 x 2 ? 10 3) p ? 3, y ? x3 ? 2 x 2 ? 4 x4 ? x3 ? 3x ? c 2 4 3 1 x ? 4x ? ? c 3 x 4 2 x x 1 ? ? 3 ? 2x ? c 2 2 x 6 5 ? ? 2 x 2x 2 x 2 ? ?c 4 x 1 2 x3 ? 3 ? c x 2 x ? 2x ? c 2 ASSESSMENT 1) (a ) x 4 ? 3 2 x ? 2x ? c 2 2 3 (b) 3x ? ? 2 ? c x x 6 x 1 (c ) ? ?c 9 24 x 4 x3 9 (d ) ? 6x ? ? c 3 x y ? x4 ? 2 x2 ? 8 p? 7 8 2 3 3 2 x ? x ? x 3 2 2 3 x ? 2 3 EXERCISE B 1) y ? 3x 2 ? 2 x ? 1 3 x 2 24 ? 2 ? 2 2 x 2) 2) y ? 2 x 2 ? x ? 3 3) y ? 3) 4) y? 5) y? http://mathsmozac. blogspot. com 12 http://sahatmozac. logspot. com ADDITIONAL MATHEMATICS FORM 5 MODULE 5 INTEGRATION http://mathsmozac. blogspot. com 13 http://sahatmozac. blogspot. com CONTENT CONCEPT MAP INTEGRATION BY SUBSTITUTION DEFINITE INTEGRALS EXERCISE A EXERCISE B ASSESSMENT SPM QUESTIOS ANSWERS 2 3 5 6 7 8 9 10 http://mathsmozac. blogspot. com 14 http://sahatmozac. blogspot. com CONCEPT MAP INTEGRATION BY SUBSTITUTION un ? ax ? b ? dx ? ? du ? a n DEFINITE INTEGRALS If b d g(x) ? f (x) then dx b where u = ax + b, a and b are constants, n is an integer and n ? -1 OR (a) ? f (x)dx g(x)? ? g(b) ? g(a) a a (b) ? f (x)dx f (x)dx a a b b (c) ? f (x)dx f (x)dx ? ? f (x)dx a b a b c ? ax ? b ? ? ? ax ? b ? dx ? a ? n ? 1? n n ? 1 ? c, where a, b, and c are constants, n is integer and n ? -1 http://mathsmozac. blogspot. com 15 http://sahatmozac. blogspot. com INTEGRATION BY SUBSTITUTION un ? ? ax ? b ? dx ? ? a du n where u = ax + b, a and b are constants, n is an integer and n ? -1 O R ? ax ? b ? ? ? ax ? b ? dx ? a ? n ? 1? n n ? 1 ? c, where a, b, and c are constants, n is integer and n ? -1 Find the indefinite integral for each of the following. (a) ? ? 2 x ? 1? dx 3 (b) ? 4(3 x ? 5)7 dx 2 (c) ? dx (5 x ? 3)3 SOLUTION (a) ? ? 2 x ? 1? dx 3 Let u = 2x +1 du du ? 2 ? dx ? dx 2 3 3 ? du ? ? (2 x ? 1) dx ? ? u ? ? ? ? u3 = ? du 2 u 3 ? 1 = ? c 2(3 ? 1) u4 +c 8 (2 x ? 1) = +c 8 = Substitute 2x+1 and substitute dx with du dx = 2 OR (2 x ? 1) 4 ? c ? (2 x ? 1) dx ? 2(4) 3 = ? 2 x ? 1? 8 4 ?c Substitute u = 2x +1 http://mathsmozac. blogspot. com 16 http://sahatmozac. blogspot. com (b) ? 4(3 x ? 5) dx 7 (c) Let u ? 3 x ? 5 du du ? 3 ? dx ? dx 3 7 4u 7 du ? 4(3 x ? 5) dx ? ? 3 4u 8 = ? c 3(8) u8 ? c 6 (3u ? 5)8 = ? c 6 = 2 dx ? ? 2(5 x ? 3) ? 3 dx (5 x ? 3)3 Let u ? 5 x ? 3 du du ? 5 ? dx ? dx 5 ? 3 2u ? 3 du ? 2(5 x ? 3) dx ? ? 5 2u ? 3 = ? c 5(? 2) ? OR 4(3 x ? 5)8 ? c ? 4(3 x ? 5) dx ? 3(8) 7 u ? 2 ? c ? 5 1 = ? 2 5u 1 =? ?c 5(5 x ? 3)2 = = (3x ? 5)8 ? 6 DEFINITE INTEGRALS If d g ( x) ? f ( x) then dx b (a) (b) ? b a b f ( x)dx ? ? g ( x) ? ? g (b) ? g (a) a ? (c ) ? a b f ( x)dx ? ? ? f ( x)dx a b a f ( x)dx ? ? f ( x)dx ? ? f ( x)dx b a c c http://maths mozac. blogspot. com 17 http://sahatmozac. blogspot. com Evaluate each of the following ( x ? 3)( x ? 3) (a) ? 12 dx x4 1 1 (b) ? 0 dx (2 x ? 1) 2 SOLUTION (a) x2 ? 9 2 ( x ? 3)( x ? 3) ? c ? ?12 4 dx ? 1 x4 x 2 9 ? 2? x = ? 1 ? 4 ? 4 ? dx x ? ?x = ? 12 ( x ? 2 ? 9 x ? 4 )dx ? x ? 1 ? x ? 3 ? ? =? ? 9? ? ? 3 ? ?1 ? ?1 2 2 (b) ?0 1 1 1 dx ? ?0 (2 x ? 1)? 2 dx 2 (2 x ? 1) 1 = ? 0 (2 x ? 1) ? 2 dx ? (2 x ? 1) ? 1 ? =? ? ? ?1(2) ? 0 ? 1 = ? ? 2(2 x ? 1) ? 0 =? ? ? 1 1 ? 2[2(1) ? 1] ? 2[2(0) ? 1] ? 1 1 ? 1 3? = ? 3 ? ? x x ? 1 ? 1 3 ? ? 1 3? = ? 3 ? ? 3 ? ? 2 2 ? ? 1 1 ? 1 3 = ? ? ? (? 1 ? 3) 2 8 1 =? ?2 8 1 =? 2 8 1 ? 1? = ? ? 6 ? 2? 1 = 3 http://mathsmozac. blogspot. com 18 Distributed:18. 1. 09 Return:20. 1. 09 INTEGRATE THE FOLLOWING USING SUBSTITUTION METHOD. (1) ? ( x ? 1)3dx (2) ? ?4 ? 3 x ? 5 ? dx ? 5 (3) ? 1 ? 5 x ? 3? dx 4 1 ? ? (4) ? ? 5 ? x ? dx 2 ? ? ?3 1 ? ? (5) ? 5 ? 4 ? y ? dy 2 ? ? 4 3? 2 ? (6) ? ? 5 ? u ? du 2? 3 ? 5 19 http://sahatmozac. blogspot. com EXERCISE B 8 1. Evaluate ? 3 ( x3 ? 4)dx Answer : 1023. 75 2. Evaluate Answer: 3 ? ?3 1 2 x( x ? x ? 5)dx 8 83 96 ?2 ? 3. Integrate ? x ? 5 ? with respect to x ? 3 ? 4 4. Evaluate ? 1 3 1 ? ? ? 2 ? 3x ? 4 ? dx ? 1 x ? ? 1 Answer: 3 ? 2 ? ? x ? 5? ? c 10 ? 3 ? 5 Answer : 3 5. Evaluate ? 3 1 ? 2 x ? 1 2 x ? 1? dx 4 x2 6. Given that of 2 5 ? 5 2 f ( x)dx ? 10 , find the value 5 Answer: 1 6 ? ? 1 ? 2 f ( x)? dx Answer :17 http://mathsmozac. blogspot. com 20 http://sahatmozac. blogspot. com ASSESSMENT ?6 and 2. (a) ? 5(2 ? 3v) dv 4 (b) ? dx 5 3 ? 1 ? 5 x ? 1. Given that ? 2 2 1 f ( x)dx ? 3 ? 2 3 f ( x)dx ? ?7 . Find (a) the value of k if (b) ? ? kx ? f ( x)? dx ? 8 1 ? ? 5 f ( x) ? 1? dx 3 1 Answer : (a) k = (b) 48 22 3 3.Show that d ? x 2 ? 2 x 2 ? 6 x 4. . ? dx ? 3 ? 2 x ? ? 3 ? 2 x ? 2 4 Given that ? 4 0 f ( x)dx ? 3 and Hence, find the value of Answer : 1 10 ? ? 3 ? 2x ? 0 1 x ? x ? 3? ? 0 g ( x)dx ? 5 . Find 4 0 2 dx . ? f ( x)dx ? ? g ( x)dx (b) ? ?3 f ( x) ? g ( x)? dx (a) 0 4 0 4 Answer: (a) – 15 (b) 4 http://mathsmozac. blogspot. com 21 http://sahatmozac. blogspot. com SPM QUESTIONS SPM 2003 – PAPER 1, QUESTION 17 1. Given that ? SPM 2004 – PAPER 1, QUESTION 22 k n dx ? k ? 1 ? x ? ? c , 2. Given that 1 ? 2 x ? 3? dx ? 6 , where k ; -1 , find the value of k. [4 marks] ? 1 ? x ? find the value of k and n [3 marks] Answer: k = 5 5 Answer: k = ? =-3 3 5 4 SPM 2005 – PAPER 1, QUESTION 21 6 6 3. Given that ? 2 f ( x)dx ? 7 and ? 2 (2 f ( x) ? kx)dx ? 10 , find the value of k. Answer: k = 1 4 http://mathsmozac. blogspot. com 22 http://sahatmozac. blogspot. com ANSWERS EXERCISE A 1. 3 ( x + 1)4 + c 2. 60 (3 x +5) – 4 + c 3. ?20 EXERCISE B 1. 1023. 75 ? 5 x ? 3? 3 ?c 2. 3 83 96 5 4. 3? 1 ? ?5 ? x? ? c 2? 2 ? ? y? ?c ? 6 4 ?2 3 ? 2 ? 3. ? x ? 5? ? c 10 ? 3 ? 1 3 5 5. 1 6 6. 17 1 ? 5. ?10 ? 4 ? 2 ? 6. 4. 3 2 ? ? ? 5 ? 5 ? u ? ? c 3 ? ? ASSESSMENT 22 1. (a) k = 3 (b) 48 2. (a) 90(2 – 3v) +c ? 100 (b) (1 ? 5 x) ? 4 ? c 3 3. 1 10 -5 SP M QUESTIONS 1. k = ? 2. k = 5 3. = 1 4 5 3 n=-3 4. (a) – 15 (b) 4 http://mathsmozac. blogspot. com 23 http://sahatmozac. blogspot. com ADDITIONAL MATHEMATICS MODULE 6 INTEGRATION http://mathsmozac. blogspot. com 24 http://sahatmozac. blogspot. com CHAPTER 3 : INTEGRATION Content Concept Map 9. 1 Integration as Summation of Areas page 2 3 4–6 7–8 9 – 11 12 – 14 15 Exercise A 9. 2 Integration as Summation of Volumes Exercise B SPM Question Answer http://mathsmozac. blogspot. com 25 http://sahatmozac. blogspot. com a) The area under a curve which enclosed by x-axis, x = a and x = b is a) The volume generated when a curve is rotated through 360? bout the x-axis is ? ? b a y dx b) The area under a curve which enclosed by y-axis, y = a and y = b is b a Vx ? ? ? y 2 dx a b x dy b) The volume generated when a curve is rotated through 360? about the y-axis is c) The area enclosed by a curve and a straight line ? ? f ( x) ? g ( x)? dx b a Vy ? ? ? x 2 dy a b http://mathsmozac. blogspot. com 26 http://sahatmozac. blogspot. com 3. INTEGRATION 3. 1 Integration as Summation of Area y y = f(x) b a a b 0 The area under a curve which enclosed by x = a and x = b is x 0 x y = f(x) ? b a ydx The area under a curve which is enclosed by y = a and y = b isNote : The area is preceded by a negative sign if the region lies below the x – axis. ? b a xdy Note : The area is preceded by a negative sign if the region is to the left of the y – axis. The area enclosed by a curve and a straight line y y = g (x) y = f (x) a The area of the shaded region = = b b x ? ? ? f ( x) ? g ( x)? dx a b a a b f ( x)dx ? ? g ( x) http://mathsmozac. blogspot. com 27 http://sahatmozac. blogspot. com 1. Find the area of the shaded region in the diagram. y y = x2 – 2x 2. Find the area of the shaded region in the diagram. y y = -x2 + 3x+ 4 x -1 0 4 0 x http://mathsmozac. blogspot. com 28 http://sahatmozac. logspot. com 3. Find the area of the shaded region y y=2 4. Find the area of the shaded region in the diagram. y y = x2 + 4x + 4 0 x = y2 x -2 -1 0 2 x http://mathsmozac. blogspot. com 29 http://sahatmozac. blogspot. com 5. Find the area of the shaded region in the diagram y 1 x = y3 – y x 6. y y = ( x – 1)2 0 0 x x=k -1 Given that the area of the shaded region in 28 the diagram above is units2. Find the 3 value of k. http://mathsmozac. blogspot. com 30 http://sahatmozac. blogspot. com 3. 2 Integration as Summation of Volumes y y=f(x) The volume generated when a curve is rotated through 360? about the x-axis is 0 a b xVx ? ? ? y 2 dx a b y y=f(x) The volume generated when a curve is rotated through 360? about the y-axis is b a 0 x Vy ? ? ? x 2 dy a b http://mathsmozac. blogspot. com 31 http://sahatmozac. blogspot. com y y=x(x+1) Find the volume generated when the shaded region is rotated through 360? about the x-axis. x 0 Answer : x=2 ? ? ? y 2 dx 0 2 Volume generated ? ? ? x 2 ? x ? 1? dx 2 2 0 ? ? ? ( x 4 ? 2 x3 ? x 2 )dx 0 2 ? x 5 2 x 4 x3 ? ? ? ? ? 4 3 ? 0 ? 5 2 25 2(2)4 23 ? ? ? ? ? ? ? ? 0? 5 4 3? ? 256 1 ? ? @ 17 ? units 3 . 15 15 y y ? 6 ? x2 The figure shows the shaded region that is enclosed by the curve y ? ? x 2 , the x-axis and the y-axis. Calculate the volume generated when the shaded region is revolved through 360? about y-axis. 0 Answer : Given y ? 6 ? x 2 substitute x ? 0 into y ? 6 ? x Then, y ? 6? 0 y? 6 2 x Volume generated ? ? ? x 2 dy 0 6 ? ? ? ? 6 ? y ? dx 6 0 ? y2 ? ? ? ?6 y ? ? 2 ? 0 ? 62 ? ? 6(6) ? 2 ? 18? units 3 . ? ? ? ? 0? ? ? 6 http://mathsmozac. blogspot. com 32 http://sahatmozac. blogspot. com 1. y y = x (2 – x) 0 x The above figure shows the shaded region that is enclosed by the curve y = x (2 – x) and x-axis. Calculate the volume generated when the shaded region is revolved through 360? bout the y-axis. [4 marks] http://mathsmozac. blogspot. com 33 http://sahatmozac. blogspot. com 2. y R (0, 4) Q (3, 4) P (0, 2) y? = 4 (x + 1) 0 x=3 x The f igure shows the curve y ? ( x ? 2) 2 . Calculate the volume generated when the shaded region is revolved through 360? about the x-axis. http://mathsmozac. blogspot. com 34 http://sahatmozac. blogspot. com 3. y R (0, 4) x y ? ? 3? x 0 x=k The above figure shows part of the curve y ? ? 3 ? x and the straight line x = k. If the volume generated when the shaded region is revolved through 1 360? about the x-axis is 12 ? units3 , find the value of k. 2 http://mathsmozac. logspot. com 35 http://sahatmozac. blogspot. com SPM 2003- Paper 2 :Question 9 (b) Diagram 3 shows a curve x ? y 2 ? 1 which intersects the straight line 3 y ? 2 x at point A. y 3 y ? 2x 3y ? 2x x ? y2 ? 1 ?1 0 x Diagram 3 Calculate the volume generated when the shaded region is involved 360? about the y-axis. [6 marks] http://mathsmozac. blogspot. com 36 http://sahatmozac. blogspot. com SPM 2004- Paper 2 :Question 10 Diagram 5 shows part of the curve y ? y 3 ? 2 x ? 1? 2 which passes through A(1, 3). A(1,3) y? 0 a) b) Di agram 5 3 ? 2 x ? 1? 2 x Find the equation of the tangent to the curve at the point A. [4 marks] A egion is bounded by the curve, the x-axis and the straight lines x=2 and x= 3. i) Find the area of the region. ii) The region is revolved through 360? about the x-axis. Find the volume generated, in terms of ? . [6 marks] http://mathsmozac. blogspot. com 37 http://sahatmozac. blogspot. com SPM 2005- Paper 2 :Question 10 In Diagram 4, the straight line PQ is normal to the curve y ? straight line AR is parallel to the y-axis. y x2 ? 1 at A(2, 3). The 2 y? x2 ? 1 2 A(2, 3) 0 R Diagram 4 Find (a) (b) (c) Q(k, 0) x the value of k, [3 marks] the area of the shaded region, [4 marks] the volume generated, in terms of ? when the region bounded by the curve, the y-axis and the straight line y = 3 is revolved through 360? about y-axis. [3 marks] http://mathsmozac. blogspot. com 38 http://sahatmozac. blogspot. com EXERCISE A EXERCISE B 1. 1 1 ? unit 2 15 1. 1 1 units 2 3 5 units 2 6 2. 2. 20 3 6 ? unit 3 5 k ? ?2 3. 3. 2 2 units 2 3 2 units 2 3 SPM QUESTIONS SPM 2003 Volume Generated ? 52 ? units3 15 4. 24 SPM 2004 i) Area ? 1 units 2 5 49 ? units3 1125 5. 1 units 2 2 k? 4 ii) Volume Generated ? 6. SPM 2005 a) k ? 8 1 b) Area ? 12 units2 3 c) Volume Generated ? 4? units? http://mathsmozac. blogspot. com 39

Prince Tennis Essay

Prince Sports is a leading tennis supplier in the international market. They have many products including racquets, bags, apparel and other accessories. They are leaders in innovation in tennis and have invented new racquet technology. Prince is excellent at catering to all types of tennis players, from juniors to professionals and everyone in-between. An environmental force that will work for Prince is the continuing growth of the population. The population is expected to continue growing which will provide opportunity for all markets. The boom in technology in the 21st century has created an atmosphere where anyone can have access to information at any time. The quality and quanity of information on the web today is better than ever. Smith is now able to use social networking tools, there is more advertising opportunity to communicate with their customers. As stated in the text, there is a large growth in tennis participation in recent years. â€Å"Tennis participation in the United States was up 43 percent- the fastest growing traditional individual sport in the country,† says Nick Skally, a senior marketing manager for Prince. With increasing globalization competetors in the tennis industry could pose a future challenge for Prince. If Prince continues expanding in the global market place, especially if they sell to un-developed countries, they may have the threat of increased taxation, inflation or high exchange rates. It is important that they choose wisely where they globally market their product. Prince is in a great position because there is an increase in playing tennis as a sport. To continue the growth of the tennis industry in the US Prince should continue placing advertisements in stores like Wal Mart and Target, where they sell their products. They could also run more television commercials, and internet advertisements showing people having fun playing tennis with Prince gear. Promotional activities Prince could use to reach recreational players could include coupons for Prince tennis equipment in  the newspaper or catalogs. They could host a charity fund raiser event at a facility with tennis courts, and give out freebies like t-shirts, and water bottles. Prince could place advertisements in popular adult sport magazines. Promotional activities to reach junior tennis players could include marketing on common social networking sites like facebook and twitter. Kids generally watch a lot of tv and pay attention to tv, televison commercials showing high level juniors having a great time with their Prince gear could be a good promotional strategy. Running an event geared towards junior tennis players to try out Prince rackets could be a great way to promote Prince’s junior brand as well. To gain distribution and sales in mass merchandisers like Target and Wal Mart Prince could have point of purchase displays in the sporting sections. Large advertisements in the store, coupons for Prince products. It is important to keep prices reasonable in large retail stores because chances are there will be other tennis options that are reasonably priced as well. In specialty tennis shops Prince could provide demo rackets, posters, detailed catalogs, information on racquets and strings. They could distribute other accessories to shops like bags, and sneakers. They could run deals at certain times, like if a customer spends a certain amount of money of Prince products, they receive a complimentary Prince bag. Prince could advertise their product in local newspapers or magazines, so that consumers know their product is available at specialty shops. In evaluating new countries to aggressively market their products it is important to evaluate each market’s trade barriers like tariffs and quotas. These barriers could make the Prince product too expensive in certain countries and limit their exports. It is also important to understand the culture when considering countries to distribute to. If Prince’s products don’t suit a certain culture it is best not to select that country. Understanding the legal system of countries being considered is important as well. There are lack of civil, commercial and criminal codes in many countries, that Prince probably would not want to expose their company to. Countries that Prince may consider agressivley marketing in are, Canada, United Kingdom, and Brazil. Once Prince decided upon countries to market in, depending on the countries atmosphere, they could place ads on billboards and in stores  that carry their product. Advertisements on popular television channels and radio stations could be helpful in getting the brand seen as well. A great marketing strategy in other countries could be to sponser tennis players from those countries with Prince equipment. Then consumers in those markets would relate to the brand on a more personal level. The Prince marketers are concerned with staying ahead of the curve and constantly learning and studying the market. They have covered all bases in the tennis market with their junior, recreational and performance lines. Prince is headed in a positive direction and is planning on continuing to expand and thrive in the global tennis market, with their quality, specialty equipment and the continuing increase of consumer interest in tennis. References Kerin, R., & Hartley, W. (2013). Marketing (11th ed.). New York, NY: McGraw Hill.

Arguments Against Relativism

Arguments Against Relativism There is plenty of evidence favoring the genuineness of a relativistic attitude in a wide variety of situations. Cultural relativism, religious relativism, linguistic relativism, scientific relativism, relativism moving from different historical perspectives or miscellaneous social positions: this is just the beginning of a list of sources motivating the genuineness of contrasting perspectives on a specific topic at hand. And yet, on some occasions, one may want to resist the idea that the relativistic stance is the best theoretical option: in some cases, it just seems that one of the contrasting views should ​get it more right than the others. On what grounds could such a claim be made? Truth The first ground on which a relativistic attitude can be resisted is truth. If you accept relativism, while holding a certain position, it seems that you are at once undermining that position. Suppose, for instance, that you claim that abortion shall never be endorsed while agreeing that such a judgment is relative to your upbringing; aren’t you at once conceding that abortion may be reasonably endorsed by those who had a different upbringing? Thus, it seems, a relativist is committed to the truth of a claim X, while holding at once that X may not be true when contemplated from a different perspective. That seems an outright contradiction. Cultural Universals A second point that has been stressed is the presence of universal traits across different cultures. True enough the idea of a person, of beauty, of good, of family, or of private property differ across cultures; but, if we look close enough, we can also find common traits. It can hardly be disputed that human beings can adapt their cultural development to the circumstances they come to live in. No matter who your parents are, you can equally learn English or Tagalog if you grow up with a community of native speakers of one or the other language; ditto for traits concerning manual or bodily skills, such as cooking or dancing. Common Traits in Perception Even when it comes to perception, it is easy to see that there is an agreement across different cultures. No matter what your culture is, it is probable that a powerful earthquake or a fierce tsunami will elicit fear in you; no matter your social upbringing, you will be moved by the beauty of the Grand Canyon. Similar considerations hold for the brightness of the sun at midday or the feeling of discomfort provoked by a room at 150 degrees Fahrenheit. While it is certainly the case that different human beings have different experiences of the nuances of perceptions, there seems also to be a shared common core, on the basis of which a non-relativistic account of perception may be built. Semantic Overlap What goes for perception goes also for the meaning of our words, that which is studied by the branch of Philosophy of Language that goes under the name of Semantics. When I say â€Å"spicy† I may not mean exactly what you mean; at the same time, it seems that there has to be some kind of overlap in meaning if the communication is effective at all. Thus, what my words mean cannot be fully relative to my own perspective and experience, on pain of an impossibility of communication.

Barriers To Communication

Barriers To Communication For any kind of communication to be successful, it is essential that the receiver attributes the same meaning to the message as intended by the sender of the message. But all acts of communication are not perfect or successful. At times, some meaning is lost as the message encounters various barriers along its passage between the sender and the receiver. Such barriers may arise at any of the stages through which a message passes during the process of communication. This is also called miscommunication. Some of the common problems that lead to the failure of communication are: noise, cultural differences, complexity of subject matter, personal biases, semantic problems, socio-psychological barriers, filtering, information overload, poor retention, poor listening, goal conflicts, slanting, inferring, etc. Barriers to communication can be classified as follows on the basis of the stage of the communication process during which the problem/s arise: a. Sender-oriented barriers: lack of p lanning, lack of clarity about the purpose of communication, improper choice of words resulting in a badly encoded message, difference in perception, wrong choice of the channel, unjustified presumptions, etc. b. Receiver-oriented barriers: poor listening, lack of interest, difference in perception, biased attitude, etc. c. Channel-oriented barriers: noise, wrong selection of medium, technical defects in the address system or the medium of communication chosen by the sender, time and distance, etc. We may define communication as a psycho-semantic process. Therefore, the barriers that affect the effectiveness of communication are mostly of social-psychological-linguistic nature. These factors may act upon any or all of the elements of the process of communication, that is, the sender or the receiver or the channel. And a common barrier for both the sender and receiver can be the absence of a common frame of reference which often leads to the breakdown of communication in a specific s ituation. A common frame of reference is the context in which communication takes place. A well-defined context helps the sender and the receiver to comprehend the content of the message in a similar way, with regard to its implications and meaning. Many of the barriers listed above are easy to understand. But a few of them may require a detailed explanation. DIFFERENT TYPES OF BARRIERS The various barriers to communication can be classified into the following broad categories: 1) Semantic or language barriers, 2) Physical barriers, 3) Personal barriers, 4) Emotional or perceptional barriers, 5) Socio-psychological barriers, 6) Cultural barriers, and 7) Organizational barriers. SEMANTIC/LANGUAGE BARRIERS Semantics is the systematic study of the meaning of words. Thus, the semantic barriers are barriers related to language. Such barriers are problems that arise during the process of encoding and/or decoding the message into words and ideas respectively. Both the oral and the written communication are based on words/symbols which are ambiguous in nature. Words/ symbols may be used in several ways and may have several meanings. Unless the receiver knows the context, he may interpret the word/symbol according to his own level of understanding and may thus misinterpret the message. The most common semantic barriers are listed as under:

Diane Arbus, Photography of the Everyday or Pictures for the Freak Literature review

Diane Arbus, Photography of the Everyday or Pictures for the Freak Show - Literature review Example What is far more difficult to grasp from the work included in "The Dawn f Photography" is that the very frankness f photography can also inspire a whole other kind f artistic posturing. For if directness is photography's glory, it is also liable to be manipulated, used as a sort f all-purpose rhetorical device, until frankness itself becomes a form f obfuscation or artiness--which is a fair description, I think, f the work f Diane Arbus. Arbus, who committed suicide in 1971 at the age f forty-eight, is widely admired as a truth-teller, and if the initial reactions to the new book, Diane Arbus: Revelations, are any indication, the woman and her work are exerting as strong an attraction today as they did at the time f the posthumous retrospective at the Museum f Modern Art in 1972. Arbus's warts-and-all photographs, which are at once exposes and benedictions, create just the right kind f psychological havoc for a public that is all too willing to believe that any image that disturbs your equanimity is emotionally authentic, and that the greatest works fart are the ones that leave you wondering if you are yourself emotionally authentic. The public all too easily confuses hyperbole with honesty, and Arbus, who is intent on telling us how awful everything is, is a master f the highfalutin creep-out. In a series f photographs folder women on the streets f New York, Arbus seems to suggest that these ladies, who quite clearly take considerable pride in looking their best, are in fact ghouls; she gives such a sharp-eyed attention to their elaborately made-up faces and carefully arranged clothes that they begin to resemble the transvestites in whom Arbus also took an interest. The very eagerness with which Arbus's ladies out for an afternoon pose for the camera becomes a measure f their self-delusion. What's missing is the delicacy that Brassai (whose work Arbus admired) brought to his famous photograph f an old whore, swathed in cheap jewelry, seated in a caf. Brass reminds us that, for all her haggard theatricality, this wreck f a woman is still the proud possessor f a pair f beautiful, velvety eyes. Arbus uses the fixity f the image to deny people their freedom--and in so doing she also denies them their self-esteem. She undermines the young as well as the old, the pretty as well as the ugly. Often photographed front and center, in a dull symmetry, even her most sexually intriguing subjects seem wilted, marooned. Nobody ever looks their best, which is meant as some sort f revelation.